Investigating the mediating role of perceived usefulness and satisfaction in blended learning using MOOCs: insights from Vietnamese higher education

Purpose This study examined the associations between students' performance expectations and behavioral intentions toward blended learning using massive open online courses (MOOCs) at a Vietnamese university, focusing on the mediating roles of perceived usefulness and satisfaction. Design/methodology/approach A cross-sectional survey collected responses from 637 undergraduate students across four campuses in 2021 during the COVID-19 pandemic. The learning model combined Coursera MOOCs with face-to-face lecturer mentoring. Covariance-based structural equation modeling examined relationships among performance expectation, perceived usefulness, satisfaction, continuance intention, and willingness to recommend. Findings Performance expectation was positively associated with perceived usefulness and satisfaction. Perceived usefulness and satisfaction were positively associated with continuance intention, while satisfaction and continuance intention were positively associated with willingness to recommend. The reported indirect effects were consistent with perceived usefulness mediating the association between performance expectation and satisfaction, and satisfaction mediating the association between perceived usefulness and continuance intention. These relationships concern self-reported perceptions and intentions and do not establish causal effects or demonstrated learning gains. Originality/value The study provides context-specific evidence on students' evaluations and behavioral intentions toward institutionally embedded MOOC-based blended learning in Vietnamese higher education. The findings can inform institutional attention to perceived usefulness and satisfaction when reviewing MOOC provision. Their applicability to post-pandemic settings and their relationship with actual participation and skill development require further investigation.